This study aimes to explore English Preservice teachers’ emotional geography and how they overcome challenges during teaching practicum. A narrative inquiry design was used in this study. By interviewing four participants that have completed their preservice teaching practicum and analizing the data, the study found that five emotional geographies from emotional geography framework were depicted during their teaching practicum. First from, physical geography found that preservice teacher was anxious on the first class meeting, then they felt disappointed by the lack of facilities in the school and they exhausted by the distance of the school and affected their performance in the school. To overcome the challenges, first they had to prepare the learning materials before entering the classroom thus they can overcome anxiety. Second, related to sociocultural geography, preservice teachers were challenged by differences in ethnicity and language backgrounds, but they overcame the challenges by adapting teaching strategy and teaching in Bahasa, and they felt axious during in the male class. Third, from political geography, preservice teachers established good relations with students, teachers and staff in the school during preservice teaching practicum, and they felt that they had the power to determine discipline toward students. Fourth, from moral geography found that preservice teachers felt responsible for providing moral values for students during learning time. The last from professional geography was found that the practicum school has a policy that supports learning English (English week).